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  • We discuss how to reduce the incongruence between outcomes (both cognitive and affective) of conventional secondary chemistry curriculum and what is to be attained: the meaningful connection of students' learning to daily life and societal issues. This problem is addressed by a design study with one curriculum unit about 'Water Quality'. With several research cycles using developmental research, we developed an emergent understanding about an instructional framework for curriculum units that embodies a coherent 'need-to-know' principle and is based on authentic practices. Using this framework we show with some other examples how a context-based chemistry curriculum can be constructed on basis of the developed ‘need-to-know’ principle. (xsd:string)
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  • 2007 (xsd:gyear)
?:datePublished
  • 2007 (xsd:gyear)
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  • 10.1080/09500690600702520 ()
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  • en (xsd:string)
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  • 9 (xsd:string)
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  • A research approach to designing chemistry education using authentic practices as contexts (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: International Journal of Science Education, 28, 2007, 9, 1063-1086 (xsd:string)
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  • urn:nbn:de:0168-ssoar-132134 ()
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  • 28 (xsd:string)